yl:information technology
NATALEE A. JOHNSON
Contributor
ello, students. In this week’s lesson, I will be looking at system
H and application software. The term software is used to refer to
the computer programs used in a computer system. Software
can be divided into two main categories:
a) Application programs
b) System programs
APPLICATION SOFTWARE
Application programs are written to solve end-user problems. These
include:
n payroll programs - used to generate the payroll of many
businesses
n stock control programs - used by businesses to help manage
their stock efficiency
n accounting programs - used by businesses to help manage their
financial affairs
n educational programs - used in schools for teaching various
subjects
n administration programs - used by many organisations for
maintaining records of employees, customers, clients, students,
creditors, members etc.
n computer-aided design programs - used by engineers, scientists,
architects and others to speed up the designs of buildings. Aero-
nautical engineers may use one to determine how a different tail
design may affect the performance of an aircraft
n graphics programs - used, for instance, by an advertising agency
for creating advertisements for television
n library control programs - used by libraries for maintaining
records of books and borrowers in order to provide faster, more
efficient service
n word processing programs - used by all kinds of people for the
efficient preparation of letters, documents and reports
CATEGORIES:
n General purpose
n Custom written
n Customisation of general purpose
n Specialised software packages
GENERAL PURPOSE APPLICATION SOFTWARE
General purpose application software is used by a large number of
people in a variety of jobs and personal situations. The five main types
of general purpose application softwares are:
n Word Processing
n Spreadsheet
n Database Management
n Communication
n Graphics/Presentation
ADVANTAGES OF USING GENERAL PURPOSE SOFTWARE
n You can install it yourself by following the easy instructions in
the installation manual that comes with the software
n It is cheaper than employing a programer to write the software for
n Easy updating and revising since each new version can be had at
a reduced price, if the owner can show proof of purchase of a
previous version
n Most users may already be familiar with previous versions of the
12
System and
application software
software so no intensive training programme is required n Areas of the software that can be customised include:
n Several persons use the software, therefore, help is easy to find n Screen colour
n Page size and arrangement on the desktop
n Navigation to available menus
DISADVANTAGES OF GENERAL PURPOSE SOFTWARE
The package may:
n Be poorly documented
n Have hidden problems
n Not fit the user’s need exactly
n Not be user-friendly
CUSTOM WRITTEN SOFTWARE
If you need a new outfit, you can buy the fabric and take it to a tailor,
allow the tailor to take your measurements and then make an outfit that
fits you. Custom written software is one that has been designed or
created by a programer to meet the unique need of a user or
organisation. For example, you could hire a system analyst to look at
the accounting principles employed by your company and then set a
team of programers to write a program to meet the requirements. This
program would be custom written software.
SPECIALISED SOFTWARE PACKAGES
Specialised software packages are written for a specific discipline.
An example of such packages is expert systems. An expert system is a
type of computer application program that makes decisions or solves
problems in particular fields, such as banking or architecture, by using
knowledge and analytical rules defined by experts in the field. For
example, a doctor could employ an expert system that asks a patient a
series of questions then make a diagnosis. The software falls into two
main categories:
n Business application programs, which are programs that perform
the information processing tasks of important business functions or
industry requirements.
n Scientific application programs, which are programs that perform
ADVANTAGES OF CUSTOM WRITTEN SOFTWARE information processing tasks for the natural, physical, social and
n The software meets the need of the user specifically behavioural sciences.
n The software can grow with the company
n Business owners can relieve the stress placed on overburdened
employees and save money from hiring additional staff
DISADVANTAGES OF CUSTOM WRITTEN SOFTWARE
n Expectations can change midstream when developing custom
written software, making a realistic budget difficult to project. As a
result, businesses often run out of money before the project is
completed.
n An experienced software team is needed and acquiring the right
team can be costly.
n If the people who are trained to use the program resign, then it
will be some time before new persons are trained, slowing down the
business functions.
CUSTOMISATION OF GENERAL PURPOSE SOFTWARE SYSTEM SOFTWARE
PACKAGES Systems programs do not solve end-user problems. Rather, they
enable users to make efficient use of the computing facilities for
Imagine buying an outfit in a department store that you like, but it’s
solving their problems. These programs manage the resources of a
not exactly your fit. What do you do?
computer system, automate its operations and make easier the writing,
Find a tailor or fashion designer who can adjust it to your size!
testing and debugging of users’ programs.
Similarly, if you find general purpose software in a software house that
We have come to the end of the lesson. See you next week when we
you like but it needs some adjustments to meet your specific need,
will continue to look at system software and begin to look at operating
you can get a programer to modify the program to meet your specific
systems. Remember, if you fail to prepare you should prepare to fail.
need. A customised general purpose software package is a generalised
software package that has been tailored to meet a user or firm’s
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments
specific need. to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010
yl:biology
Sample questions
MONACIA WILLIAMS
Contributor
OW ARE you this week? Did you do the revision that I asked you to do? I hope you did, because if
H
you have not done so yet, you will need to do so before the end of the course. So, why not get it over
and done with now?
Let us look at a typical question for this section of the course. It is taken from a CXC biology specimen
Paper 02.
QUESTION
A sample of soil was collected from under a tree in a backyard where chickens used to be seen pecking at
the dirt. The soil sample was sifted through a very fine sieve. Figure 1 below shows a sample of what
remained in the sieve afterwards.
(a)(i) Identify three organisms that belong to the same group. (1 mark)
How can we arrive at an answer?
In order to answer this question you will need to draw on your knowledge of classification. What are the
features that can be used to group these organisms? First, do you recognise any of them? Of course you do!
‘T’ is a grasshopper. What else do you know? Grasshoppers are insects and insects have three pairs of legs.
Do any of the other organisms have three pairs of legs? Look carefully at the diagram. ‘V’ and ‘Y’ also have
three pairs of legs! The more knowledgeable student will also recognise ‘P’ as a beetle larva; larval forms of
organisms belong to the same group as the adult. This places the larva among the insects.
YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010
ANSWER
Three organisms belonging to the same group are V, Y and T or P.
(ii) State one characteristic that the three organisms have in common. (1 mark)
ARRIVING AT AN ANSWER
We have already mentioned one feature in the previous question, so we can write that now. We also know
that they are insects so we can add any other feature that is used to classify insects.
ANSWER
All three animals have three pairs of legs
Their bodies are divided into three parts - head, thorax and abdomen
They all have antennae
Any one of the above responses will get you the mark.
(iii) Although organisms P and R look somewhat similar, they have several differences. Identify two
differences shown in the diagrams. (2 marks)
ARRIVING AT AN ANSWER
Well, if you are one of the more knowledgeable students, then you would already know that P is a beetle
larva and, hence, an insect. Do you recognise R? Of course you do, it is an earthworm. Here you can do one
of two things or a combination of both to help you to answer the question. You can look at the diagrams and
arrive at your answer or you can look and also use your theoretical knowledge to assist you.
ANSWER
R does not have a definite head while P has one
R has a smooth area, the clitellum, where there are no segments
The segments of P are much wider than those of R and increase in size towards the rear of the organism
Any two of the three answers given above would earn you the full two marks.
(b)(i) What type of organisms found in the soil would have passed through the holes of the sieve even if
the holes were extremely small? (1 mark)
ARRIVING AT AN ANSWER
Since the holes of the sieve were very fine, it means that only extremely small or microscopic organisms
would have been able to pass through them. What organisms do you know about that could be put in this
group?
ANSWER
Microorganisms/Bacteria
(ii) What role do the organisms identified in (b)(i) play in the life of the tree?
ARRIVING AT AN ANSWER
This requires you to draw on your theory. What processes involve microorganisms? That’s right,
breakdown of organic matter, recycling of nutrients. You have drawn on your resources; now you can
answer the question!
ANSWER
Bacteria/microorganisms help to breakdown the leaf litter produced by the tree.
They help in the recycling of the nutrients between the animals and the tree.
I hope that the time we spent in going through the questions has given you an understanding of the
information that you will need going into the examination. Good luck and best wishes as you study.
Remember to also enjoy yourselves.
Monacia Williams teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
13
yl:principls of accounts

Trading,
profit and
loss account
ROXANNE WRIGHT
Contributor From the following trial balance of Cavell Walters, draw up a trading and profit & loss account for the
year ended July 31, 2009:
RECAP: FINAL ACCOUNTS
TRIAL BALANCE AS AT JULY 31, 2009
Final accounts are financial statements describing the results of operating a business at the end on an
accounting period.
Some final accounts are:
n Trading account
n Profit & loss account
n Balance sheet

COMBINED TRADING & PROFIT AND LOSS ACCOUNT

It is possible to combine the trading account and profit and loss account to form one account called
trading & profit and loss account.

Nearly all the information needed to draw up the Trading & Profit and Loss Account is in the content of the ADDITIONAL INFORMATION:
trial balance with other information given in additional notes. Stock at July 31, 2009 was $ 9,920.
Get your copy of Youthlink next week for the solution to this question and another weekly presentation on
WORKED EXAMPLE: the balance sheet. See you then.
The trial balance below is for Beverly Saunders, extract a trading and profit & loss account for the year
Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
ended December 31, 2009.

Reginald Stewart of Herbert Morrison Technical High School, Serena Virgo (centre) of
ADDITIONAL INFORMATION: Muschett High, Khin Aung (second right) of Mount Alvernia, and Martina Frankson of
Stock at December 31, 2009 was $5 096 Maldon High School have much to smile about after receiving Youthlink goodies from
Solution to worked example: Gleaner Corporate Affairs officer Terry-Ann Wilson.

14 YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010

yl:mathematics

Quadratic
equations
CLEMENT RADCLIFFE
Contributed
This week, we will continue with the review of algebra. Let us solve together the following quadratic
equations.

Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010 15

yl:literature
‘The Merchant of Venice’
(part 2)
BERYL CLARKE
Contributor
Shy: A Daniel come to judgement: yea a Daniel!
O wise young judge how I do honour thee!
............................................................................
Gra: A second Daniel, a Daniel, Jew!-
Now infidel I have you on the hip.
In our previous lesson, we began to consider the
play, ‘TThe Merchant of Venice’, from which the
extracts above are taken. You were asked to
examine Portia’s speech on the quality of mercy and
I hope you enjoyed doing so. Discussions on this
play tend to be very lively as there has always been
some disagreement surrounding Portia’s role and
the judgement against Shylock on the one hand,
and Shylock’s determination to have his pound of
flesh on the other.
In the speeches above we have both speakers
lauding Portia for her skill, but not at the same time
nor for the same arguments that she advances.
When she points out the legality of Shylock’s
demand for the pound of flesh, Shylock praises her.
Later, when she makes it clear that Shylock has no
right under the bond to shed blood or to cut more of
Antonio’s flesh than is specified, she receives
Gratiano’s commendation.
One of Shakespeare’s best-known dramatic
speeches is the one made by Portia on the quality of
mercy in this play. In it, she extols the virtues of
forgiveness as she seeks to change Shylock’s
attitude. What I would like you to bear in mind at
this point is that the duke has failed to convince the
Jew to have compassion on Antonio. Bassanio has
also failed, despite offering to pay twice that which
was owed, so when Portia speaks she does so from
the position that the person to whom she is
appealing is very, very determined to stand on the
law under which he has a right to the pound of
flesh.
I have often imagined that she begins to speak
softly and in a calm and reasonable tone as befits
the words she uses. She tells him (and us) that
mercy is not strained but is as mild as softly falling
rain. As a Jew Shylock would have been familiar
with the religious teaching about mercy and,
perhaps, that is why she compares it to rain from
heaven as she tries to remind him of what should
be his own religious beliefs. She then draws his
attention to the fact that there is benefit in being
merciful, letting him know that he, too, would get
something rewarding from being compassionate.
Portia points out that mercy has the greatest
effect when used by those who are powerful and
drives home the point when she says that mercy is
a better attribute in a king (or queen) than the very
crown which is worn as a sign of position. As she
warms to her theme she informs Shylock that mercy
is more important in a ruler than his power and that
it is an aspect of God Himself. Clearly, she is
putting forward arguments that she expects to carry
weight with Shylock. Obviously, he does not
16
respond as she would like and so she continues on
the same line in suggesting that a human being who
is merciful is behaving in a similar fashion to God.
She attempts to clinch her argument when she
comments that as Shylock appeals for justice, he
should remember that salvation comes from God’s
mercy and that if that were not so, none of us would
be saved. Also, in the same way that we ask for
mercy we should be willing to dispense it.
Unfortunately, she is speaking as a Christian and
Shylock is a Jew, with a different religious view, and
so he remains untouched by her eloquence.
We need to consider Shylock’s reasons for
behaving in the way he does, although we may not
agree with his desire to take Antonio’s life. Let us,
therefore, look at his response to Salerio (in Act 111
Scene 1) when he questions whether Shylock would
take the pound of flesh from Antonio if he could not
repay the loan. It is here that he reveals his pain at
the way he had been treated by Antonio. He says:
. Antonio had caused him to lose money. This
1 suggests that Antonio had probably helped
borrowers from Shylock to pay off their loans, thus
reducing the amount of interest he should have
earned or perhaps Antonio had made loans without
interest to persons who used to or would have
borrowed from Shylock.
. Antonio laughed at Shylock when he failed to
2 make profit from usury.
. He mocked (and this would not have been in a
3 kind way) Shylock when he profited from
lending money at interest.
. Antonio had spat on him, called him dog and
4 “foot (me) him as you spurn a stranger cur”.
. He belittled Shylock because he was a Jew. In
5 other words, he discriminated against Shylock
due to his race.
It is the racial discrimination that seems to
enrage Shylock above everything else. Do notice
how the greater part of this speech is spent
questioning and at the same time pointing out that
Jews and Christians are both human with the same suits this person? Does the person wear a particular
emotions and reactions. He then concludes with an outfit often? What colour clothing does he/she wear?
ominous statement
The villainy you teach me I will execute, and it
shall go hard but I will better the instruction.
This statement prepares us for the obduracy (I
chose this word deliberately) with which he faces all rapidly when being untruthful? Maybe the person
those who try to change his mind. Let me remind
you that because Shakespeare has created a Jewish
antagonist, he cannot have him subscribe to
Christian beliefs and practices. The question,
therefore, of mercy in the context of his relationship person have a scar, tattoo, stammer or a lisp?
with Antonio would not have been significant to
Shylock.
Until next week, please organise your study time-
table and work steadily for your success. God bless! AND EVENTS
Beryl Clarke is an independent contributor. Send questions Events happen in particular places and to describe
and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010
Writing in colour
NATASHA THOMAS-FRANCIS
Contributor
AST WEEK, we looked at some figures of
L
speech which will help to make your writing
more creative. The week before that, we looked
at ways in which you can appeal to the senses. Were
you able to identify the senses to which the two
closing excerpts (from last week’s lesson) appeal?
In the first excerpt, you should have noted that the
main sense to which the passages appeals is sight.
Did you picture the caravan of donkeys? Words such
as flush, blew and flying suggest life and activity. In
the passage you get the sense that there is much
excitement as the weekend approaches.
The second excerpt appeals mainly to the senses
of taste and smell. Were you able to imagine the
various tastes that the writer described? The
following words are related to the senses of taste and
smell: spicy, peppery, smoked, sweet and sour, fruity,
sweet, honeyed.
DESCRIBING PEOPLE
Now that we have looked at various descriptive
words and phrases, you need to know how to use
these to describe people and places. We will start
with describing people.
In everyday life, we come into contact with all
kinds of people; some are friends, relatives,
acquaintances or just strangers. We are drawn to
people for various reasons. You should, therefore,
use your experiences to produce effective
descriptions of people. Take the following into
consideration:
n The physical features - for example: is the
person tall, short, slim, thick-set, light-skinned, dark-
skinned etc? What colour is his/her hair? How old is
the person and what physical feature depicts the age
(wrinkles, grey hair)?
n What the person wears - what type of outfit
n Mannerisms - for example, does the person
smile all the time or does he/she move his/her hands
whenever he/she speaks?
n Habits - for example, does the person blink
pushes back his/her hair when nervous.
n Qualities - for example, is the person helpful,
honest, kind, reliable?
n Distinguishing features - for example, does the
DESCRIBING PLACES/SCENES
We move to the description of places and events.
these effectively you need to include clear details,
especially of what can be seen and heard.
yl:language
(part 2)
Use your imagination; put yourself in the place or
event which you want to describe and use the
following questions as a guide to writing your scene.
When you have finished writing your scene, you
should be able to answer all these questions about
your descriptive piece:
n What kind of place am I describing?
n What is happening here?
n What makes this place different from all
others?
n What impression do I want my readers to have
of this place/event?
n What senses have I appealed to?
Take a look at the following scene. It is a
description of a fire. To which senses does the
description appeal? Does the writer use any figures of
speech?
Smoke was rising here and there among the
creepers that festooned the dead or dying trees. As
they watched, a flash of fire appeared at the foot of
one wisp and then the smoke thickened. Small flames
stirred at the hole of a tree and crawled away through
leaves and brushwood, dividing and increasing. One
patch touched a tree trunk and scrambled up like a
bright squirrel. The smoke increased, sifted, rolled
outwards. The squirrel leapt on the wings of the wind
and clung to another standing tree, eating
downwards. Beneath the dark canopy of leaves and
smoke the fire laid hold on the forest and began to
gnaw. Acres of black-and-yellow smoke rolled
steadily towards the sea. At the sight of the flames
and the irresistible course of the fire, the boys broke
into shrill, excited cheering. The flames, as though
they were a kind of wild life, crept as a jaguar creeps
on its belly towards a line of birch-like saplings that
fledged an outcrop of the pink rock. They flapped at
the first of the trees and the branches grew brief
foliage of fire. The heart of the flame leapt nimbly
across the gap between the trees and then went
swinging and flaring along the whole row of them.
Beneath the capering boys, a quarter of a mile square
forest was savage with smoke and flame. The
separate noises of the fire merged into a drum roll
that seemed to shake the mountain.
nFFrom ‘Lord of the Flies’ by William Golding
For homework, I want you to describe a situation
in which there is a fire. Remember that you should
appeal to as many senses as possible - what do you
see, hear, feel and smell? Also, include some figures
of speech to enhance the intensity of the moment.
All the best for the rest of the week! Blessings!
Natasha Thomas-Francis teaches at Glenmuir High School.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
yl:history
DEBBION HYMAN
Contributor

R
EVOLTS WERE the most daring form of
active resistance employed by the slaves.
This normally resulted in bloodshed, as
slaves and whites died and a large number of
Major Causes
n Slaves’ belief that emancipation was being
withheld
n Activities of non-conformist missionaries
n Barbadian planters’ refusal to accept the Slave
Registration Bill

slave
properties destroyed. There were four major slave
revolts in the Caribbean:
Revolt
Berbice/Coffy Revolt (1763)
The slave revolt was started by Bussa and Jacky
Haitian Revolution (1791)
and quickly spread throughout Barbados. Things
Barbados/Bussa’s Revolt (1816)
became quite intense and, a day into the revolt,
Sam Sharpe/Christmas Rebellion (1831)
Martial Law was declared. This, in essence, crushed
the rebellion. Bussa died in the fighting. In the end

The Haitian Revolution will, however, be assessed
next week, as this was the most successful slave
revolt in the Caribbean and it had far-reaching
consequences.
BERBICE /COFFY REVOLT (1763)
Personality
n Coffy/Cuffy
Causes
n Slaves’ resentment of the ill-treatment they
received from managers/overseers
n The lack of provisions available to the slaves
n Dutch settlement with Djuka in Surinam 1761
Revolt
The revolt took place under the leadership of
Coffy, an Africa-born slave. It began on the
Magdalenburg Plantation on the Conje River and
quickly spread to the Berbice River. This revolt was
one of the most prolonged battles of enslaved
Africans against the whites. It lasted for a full 20
months from the close of February 1763 to
December 1764.
The slaves had two major contentions: a) they
were being badly treated by the whites, b) they
desired a designated area where they could live in
freedom. The whites, being unable to suppress the
rebellion, solicited the support of the Native
Americans, and it is at this point that they began to
crush the slaves’ resistance. By October 1763, Coffy
had committed suicide rather than submit to defeat.
Despite their heroic resistance, most of the Africans
succumbed to fever. It was not until December 1764
that all remaining Africans were captured. Seven
leaders in the revolt were broken at the wheel, two
others were severely beaten, branded under the
gallows and deported from the colony.
BARBADOS/BUSSA’S REVOLT (1816)
Personalities
n Bussa
n Jacky
n Franklin
revolts
Water and Housing Minister Dr Horace Chang listens carefully as Westwood’s future
scientists explain all the hard work that had been invested in this project.
214 persons were executed, including Franklin, and
100 exiled to Sierra Leone. Missionaries who were
in any way sympathetic to the slaves were
persecuted. Chapels were damaged and the
ministers threatened violently. Some of these
missionaries were eventually forced to flee to
neighbouring islands. The revolt was quite
damaging to the whites as one fifth of the sugar
crop was destroyed.
SAM SHARPE/CHRISTMAS REBELLION
(1831)
Personality
n Sam Sharpe
Causes
n Slaves’ belief that emancipation was being
withheld
n Non-conformist missionaries’ activities
Revolt
The strike began on Kensington Estate in St
James under the leadership of Samuel Sharpe.
Sharpe believed that the slaves had been freed by
England and that the planters were withholding this
freedom. He organised a strike for wages - they
would not return to work until they were paid.
However, this civil disobedience quickly turned into
a revolt as slaves began destroying cane fields and
damaging other forms of property. The militia was
called in and successfully quelled the revolt. During
the revolt 400 slaves and 10 whites were killed. In
the end 100 slaves were executed, including Sam
Sharpe, and another 100 were flogged. The
missionaries who were blamed for encouraging the
ideas of freedom and equality to the slaves
experienced the destruction of chapels.
Missionaries such as Knibb, Burchell and Pfeiffer
suffered persecution.
Next week: The Haitian Revolution
Debbion Hyman teaches at St Hugh’s High School. Send
questions and comments to
kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010 17

yl:principles of business
Nationalised industries
YVONNE HARVEY
Contributor
I FRIENDS. This week’s lesson will complete our study of
H
nationalised industries. I will begin by giving an overview of the
organisational structure of nationalised industries. Following
that, I will look at the advantages and disadvantages of such
industries. Finally, I will assign your homework.
THE ORGANISATIONAL STRUCTURE
Nationalised industries are run by boards which are appointed by a
member of Parliament who is, in turn, appointed by the government.
Each board has a chief executive officer (CEO) who oversees
administrative affairs. The CEO reports to a government ministry.
ADVANTAGES OF NATIONALISATION
1. When nationalisation takes place, profits are transferred from
private hands, where only a few benefit, to the country as a whole,
where many more persons benefit.
2. Nationalisation often leads to regional economic development,
not just development of the country where the nationalisation takes
place.
3. Through nationalisation, private monopolies are prevented if they
do not yet exist, or they are broken up if they exist. This protects
consumers from restricted quantities and high prices.
4. The aim of nationalised industries is social welfare rather than the
maximisation of profits. A wider cross section of persons benefit when
the aim is social welfare.
5. Economies of scale (that is benefits or advantages of large-scale
production) results from nationalisation. These advantages lead to
lower average costs of production for the industry. Lower costs can be
and often are transferred to consumers in the form of lower prices.
18
6. Governments may have difficulty in maintaining the industry after
(part 2) the initial investment. This may result in the government passing it
back to private hands.
7. Workers in nationalised industries receive relatively lower wages
6. If it was not for nationalisation, some essential goods and
than workers in private-sector businesses.
services would not be provided, since it would not be profitable for the
private sector to provide them.
OK, assignment time. Use the two lessons on nationalisation (last
7. Nationalisation may result in improved quality and greater week’s and this week’s) to answer the following question:
efficiency.
(a)(i) Define nationalization.
8. Increased employment and greater job security is often the result (ii) Give two examples from your own country of industries that are
of nationalisation. Also, it sometimes results in improved working nationalised or have been nationalised in the past. (4 marks)
conditions. (b) Explain three major objectives that governments attempt to
achieve through nationalisation. (6 marks)
9. Nationalisation standardises production and, therefore, (c) Outline the organisational structure of a nationalised industry.
encourages the use of up-to-date technology which increases output. (4 marks)
(d) Give three advantages and three disadvantages of
10. Industries that are failing are revived through nationalisation.
nationalisation. (6 marks)
Thus, unemployment that would result from the closure of these
industries is prevented. Total marks: 20
The other side of the coin is privatisation. You are being encouraged
DISADVANTAGES OF NATIONALISATION
to research this area under the following headings:
1. The taxpayer is often burdened with paying more tax to cover n Definition of privatisation
losses in these industries when the management is weak. n Reasons for privatisation
n Advantages of privatisation
n Disadvantages of privatisation
2. The monopolistic nature of nationalised industries may lead to a
take it or leave it attitude towards the consumer.
As you research this area, it would be wise to make some brief
3. In some instances output quality and variety may actually decline.
notes on your findings.
4. Many consumers resent the standardised production of
nationalised industries. Take care until next week when we will consider the concepts of the
private and the public sectors. Bye for now.
P
5. Some ministers and MPs do not exercise effective control over
very specialised and complicated operations in some nationalised Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to
industries. kerry-ann.hepburn@gleanerjm.com
Sashell Samuels, a fourth-form student at
Mile Gully High School, shows Earl
Jarrett, chairman of the Mutual Building
Societies Foundation (MBSF), how a new
P
learning software donated to the school
under the MBSF Centres of Excellence
programme helps to improve numeracy
skills.
YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010
 yl:office administration
Winner in the high school category of a recent essay competition, Shaquille Brown of St Andrew High School, receives a trophy from Petroleum Corporation of Jamaica’s (PCJ)
Nigel Logan, and a weekend at Half Moon Rosehall, Jamaica, from J. Simpson-James, a senior legal counsel at PCJ, on behalf of a Half Moon representative.
Preparing for a meeting
HYACINTH TUGMAN
Contributor
A
CHAIRPERSON controls every meeting. Before the chairperson
declares the meeting open, a quorum of members must be
present. This is the minimum number of people who are
required to conduct the business of the meeting as outlined in the
regulations. If a quorum is not present, the chairperson may wait until
sufficient members arrive or he/she may postpone the meeting. If the
chairperson is absent, then the vice-chairman or deputy will chair the
meeting.
At any time during the meeting, the secretary is the person who
must be able to advise the chairperson on points which may arise
during discussion. On the day of the meeting, the secretary should
check the room or rooms to be used to make sure that everything is in
order. The following items should be checked carefully:
ATMOSPHERE
The temperature of the room should be comfortable and there
should be adequate light and ventilation.
FURNISHINGS
There should be enough tables and chairs and they should be set up
so that the participants can see each other.
EQUIPMENT
Check carefully to ensure that all necessary equipment is in the
meeting room and that each piece is working properly. The equipment
might include a video recorder, a screen, a tape recorder or a computer.
SUPPLIES
Any special supplies that the participants might need should be
placed in an organised manner on the tables where the participants will
be seated. Customary supplies include pens, pencils, paper and
folders containing special materials for the meeting. Name tags are
often provided with these supplies.
REFRESHMENTS
Typical refreshments are coffee, tea, juice and soft drinks, along with
sandwiches, fruit or light foods. The time of day of the meeting
determines the types of refreshments to be served.
FOLLOW-UP TASKS
A follow-up should be conducted shortly after the meeting has
occurred. Common follow-up tasks include completing reports and
writing letters or other types of communications determined by what
went on at the meeting.
Most meetings involve taking notes and the preparation of a report
based on the notes. The report may be in the form of a summary for the
participants of an informal meeting, or it may be an official record of
the meeting - called the minutes. Minutes of meetings are kept in an
organisation’s permanent files. Minutes are very important since they
are often used for future references. When transcribing notes into
minutes, keep in mind that actions should be emphasised rather than
what each member said.
An evaluation is another important follow-up task after a meeting.
Review your meeting files and consider the points that made the
meeting successful or points that might improve another similar
YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010
meeting in the future. You might evaluate the speaker/s, the venue or
special services used for the meeting.
I WILL NOW SUMMARISE SOME OF WHAT WE DID IN
THIS UNIT.
n Meetings are held primarily to conduct business, to pass on
needed information, or to follow up on a particular activity of the
business
n Meetings may be formal or informal, depending on the purpose
of the meeting
n The three basic types of meetings held in the office are staff
meetings, committee meetings and individual meetings
n Reserve the meeting room
n Meeting participants should be notified in advance of the
meeting as to the topic being discussed as well as to their role in
the meeting
n Agendas must be distributed in advance
n Meeting rooms should be checked carefully for all necessary
items including supplies, equipment, refreshments, furniture and
atmosphere
n A follow-up should be conducted shortly after the meeting has
taken place
n Minutes of the meeting should be distributed to those attending
and others who would need to know what had happened
See you next week.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com
19
yl:geography
MARJORIE HENRY
Contributor
Looking at paper 1
G
REETINGS! I trust you are working well at your lessons and that
all things are favourable with you. With all the distractions
around, may I encourage you to remain focused on your
lessons. Your aim should be that of acquiring a good education and
(part 3)
you must begin that now. As the memory gem goes in part:

Silver and gold may vanish away, but a good education will never
decay.

Those of you who are in grade 11 (fifth form) and are sitting the
external examinations in May/June 2011, I trust that by now you have
either completed your field study report, the geography SBA, or you
are well on your way in getting it done. Remember to aim at gaining
the maximum marks. This you can realise if you simply follow the
guidelines given. May I again encourage you to do a good job.

The field study and map reading together comprise section 1 in the
geography syllabus. Having gone through aspects of the field study
already, I want to spend some time now on map reading. When I gave
you an overview of Paper 02, I indicated that the paper had ONE
compulsory question, that is, map reading. Practical skills are tested
in this question. In fact, all questions given on Paper 02 have a section
that tests practical skills. This is found in part (a) of the questions.

For the compulsory map-reading question, Question 1, the only

question in section A of the paper, you are given an extract from a
topographic map of any Caribbean territory to be used to:
n locate places using grid references
n measure distances
n give directions in terms of compass bearing and the 16 points of
the compass
n draw and interpret cross sections
n calculate gradients
n describe such things as drainage, vegetation and land use

Paper 2 is marked out of 100 and this question is allotted 28 marks.

For the other questions on Paper 02, numbers two through 10,
practical skills are tested in several ways. Some of these are:
n photographs to interpret geographical data
n drawing diagrams to illustrate geographical features
n constructing bar and line graphs, divided circles and pie charts
n interpret tables, dot, choropleth and isopleths maps, bar and line
graphs and divided circles

This part of the question, part (a), is given four marks out of the
possible 24 allocated to the entire question.

From my own experience in the classroom, I am fully aware that for

some unknown reason many students develop a phobia for map
reading. This is totally unwarranted. Once you have been taught these
practical skills, what you need to do is to practise them as much as
you can. When you practise, you are not only preparing yourself well
for the examinations, but you are also building up your self-
confidence in doing the particular skill. Let me caution you and say
that if you fail to perform well on question one, you are quite likely
jeopardising your chance to get a passing grade in the examinations.
So, again, practicse, practise, practise!

Marjorie Henry is an independent contributor. Send questions and comments to The 2010 4-H Boy and Girl of the Year are Manchester High School’s Kevaughn Bonner and Natasha Smith.
kerry-ann.hepburn@gleanerjm.com

20 YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010

yl:social studies
MAUREEN CAMPBELL
Contributor
WHAT IS COHESIVENESS?
Group cohesiveness is the adhering to
or, in simple terms, the cooperation and
feeling of togetherness between group
members. Cohesiveness is important in
group decision making and goal
attainment. It is also defined as the
degree to which members of the group
desire to remain in the group or the
result of all the forces acting on the
members to remain in the group. It is
vital for achieving members’ identity and
satisfaction.
KEEPING GROUPS TOGETHER
Group cohesion is an experience
which determines how well a group
holds together. When group cohesion is
strong, a group will remain strong and
stable. When it is weak, the group may
fall apart.
Groups have to be held together.
Some of the factors in group cohesion
are social; whatever occurs within a
group between its members, helps to
encourage people to stay in the group
and to stay focused on group goals.
Environmental conditions caused by
external factors may also make the idea
of staying together as a group more or
less appealing.
The smaller a group is, the better it is
to manage, therefore, more cohesion is
possible. The more stable a group is, in
terms of member demographics, the
better the cohesion as well. People who
share characteristics like race, gender,
religion, sex and so forth will forge
stronger connections in a group, while a
group of diverse individuals may have
difficulty staying together. Another factor
is group success, with people having an
incentive to stay in a group which is
doing well, with status achieved also
playing a role.
WHY STUDY GROUP COHESION?
This is because it is essential to any
group’s success. A required degree of
agreement between members is highly
essential. Cohesion is the individual’s
attraction to the group. One often finds
people joining a group that bestows
status or rewards even when they do not
like the group members. Group cohesion
is the degree to which a group exists and
operates as a single, separate entity.
Group cohesiveness could result from
conveying adequately to members, the
necessity of working together, increasing
group status and making group
members engage in jobs that require
cooperation.
Group cohesion may be evident even
though there are problems between
individuals. Seeing that cohesion
implies a feeling of solidarity or
Group cohesion
oneness, individuals must look beyond
their personal feelings. These feelings
include the beliefs, feelings and actions
of members in a group towards other
members. Group efforts required by the
member include time, effort, finance, the
handling of disagreements and conflicts
that occur within the group, and dealing
with members whom one dislikes or is
uncomfortable with.
ADVANTAGES OF
COHESIVENESS:
n Members can benefit from group
resources
n Members gain a certain status from
association with some groups
n Opportunity to work with other
members and gain from their collective
wisdom, this makes individuals want to
remain in the group
n Decisions can be easily
implemented when there is harmony
of efforts
n Group efforts will be reduced as
they face less conflict within ranks
n Social and emotional benefits are
also gained from working along with
other members
n Goals can be achieved more easily
when there is cohesiveness within the
organisation
MEASURING GROUP COHESION
This will be evident from the
following:
n The rapport that exists between
Ms. Valerie Welsh educates her students at Edith Dalton James High on the components of the body,
during science class.
YOUTHLINK MAGAZINE | DECEMBER 7-13, 2010
members
n The number of members present at
group meetings
n The appeal the group has for the
individual
n The members’ opinion of group
rewards
n The desire of members to work
towards group goals
WHY COHESION?
What causes groups to remain
together:
It is togetherness, cooperation and
goal orientation
n The longer a group is together, the
stronger the cohesiveness. There are
established norms and beliefs holding
group members together
n The degree of group cohesiveness
is determined by factors such as the
size of the group - small groups
appear to be more cohesive
n The degree of mutual dependency -
do we need others in order to achieve
our goals or can we do it alone?
n The incentives attached to
successful task completion
n Commonality through gender, faith,
skills, experience
n The strength of the leader
n Many groups provide mutual
support and social satisfaction and
so may be positive in impact and,
therefore, hold its members.
n Some groups are protective and
pursue their own interests - they may
be closed to new entrants
n The harder it is to get in to a group,
the more incentive people have to stay
n If a group has to focus on a task
which requires collective effort,
members will have an easier time
staying together
n There may also be rewards and
punishments involved. People could
be rewarded for being in a group with
benefits which make the group
attractive to be in, or they could face
punishment for leaving the group,
which encourages them to stay in the
group
n One major external factor
enhancing group cohesion is
competition from other groups As
soon as a rival team appears, group
cohesion will increase radically
because group members have an
incentive to remain in the group and
work together to achieve a common
goal, which is the defeat of rivals.
EXAMPLES OF FACTORS
INFLUENCING GROUP
COHESIVENESS
The forces that push group members
together can be positive, such as
rewards, or negative things that
individuals will lose upon leaving the
group. The main factors that influence
group cohesiveness are members’
similarity, group size, entry difficulty,
group success and external competition
and threats. Often, these factors work
MICHAEL LEE PHOTO
through enhancing the identification of
the individual with the group she/he
belongs to, as well as their beliefs about
how the group can fulfil their personal
needs.
MEMBERS’ SIMILARITY
The more group members are similar
to each other in various characteristics,
the easier it is to reach cohesiveness.
People feel closer to those whom they
perceive as similar to themselves in
terms of age, ethnicity, values and
attitudes. In addition, similar
background makes it more likely that
members share similar views on various
issues, including group objectives, how
to communicate, and the type of desired
leadership.
GROUP SIZE
Since it is easier for fewer people to
agree on goals and to co-ordinate their
work, smaller groups are more cohesive
than larger groups.
ENTRY DIFFICULTY
Difficult entry criteria to a group tend
to present it in a more exclusive light.
The more elite the group is perceived to
be, the more prestigious it is to be a
member in that group and, consequently,
the more motivated members are to
belong and stay in it.
GROUP SUCCESS
Group success increases the value of
group membership to its members and
influences members to identify more
strongly with the team and to want to be
actively associated with it.
EXTERNAL COMPETITION AND
THREATS
When members perceive active
competition with another group, they
become more aware of members’
similarity within their group as well as
seeing their group as a means to
overcome the external threat or
competition they are facing.
Leaders and social control are
essential ingredients in group
cohesiveness.
ACTIVITIES
1. Define the term group cohesion
2. State four ways in which group
cohesion may be achieved
3. Explain why group cohesion is
necessary in any society.
4. Explain how leadership, social
control, cooperation and competition
help with group cohesion.
Maureen Campbell teaches at St Hugh’s High
School. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
21